Introduction There are multiple, real achievement gaps in education. Whether it is girls performing better than boys in school, a lack of girls in STEM or Asian Americans performing well academically or Asian Americans performing well academically but not well socially. On this page we will examine the effect of social and cultural values on educational achievement. We will look at how societal views influence achievement gaps between genders while negatively impacting the presence of women in STEM fields. In addition, we will analyze the reasons for why so called "model minority" perform better academically than white students but not as well socially. We will also offer suggestions to help improve achievement in these areas.
Gender inequality, specifically boys performing at a lower level than girls, is an issue in our schools because not all students are achieving to their full potential. If boys are performing at a lower level, that will translate into fewer of them going to college, and regardless of whether or not they go to college, being unprepared for the kinds of jobs that are available in the workforce. It is an important issue not only for the economic and personal success of men, but because, according to Ravitch, the job of the public schools is to educate these students as future citizens, raise the intelligence of people and prepare them to lead independent lives. If boys are not engaged in education, if they are dropping out of high school or not continuing their education, the likelihood they are leading independent lives and contributing as citizens is lessened.
Science, Technology, Engineering and Mathematics (STEM) persist as male dominant fields. Despite the higher percentage of women attending college, the percentage of women who obtain a major in a STEM field is much lower than their male counterparts. There are multiple theories as to why women seem to poses a "lack of interest" in the STEM fields, one of which is that men have a natural affinity to STEM fields and so are more drawn to it. Based on personal experience and conversations with peers, I suggest that this belief is dated, unfair, and dangerous to the future of STEM fields in America. On this page I summarize and reflect on five articles related to gender bias and synthesize the papers to look at whether a measurable achievement gap exists and if there is evidence of a natural male affinity towards STEM fields
Asian-Americans constitute a significant minority in the U.S. and are one of the fastest growing ethnic groups in this country. It's well known that compared with white students, Asian-American kids tend to get higher grades, do better on standardized tests and are more likely to go to college including elite universities. What's the most suitable explanation for it? Are they born to be smarter? And what's other difference between them? are Asian-American students doing well in all perspective? In this passage, the reasons for the achievement gap are provided through five articles as follows. And they also offer lots of information about Asian-American students in other perspectives. You will have a brief idea of Asian-American and their cultures.
Conclusion Evidence shows that there are varied gaps in achievement. Gaps based on socioeconomic status are better known, but they also exist by gender and ethnicity. While the biological and behavioral differences between male and female students create a decreased level achievement for young boys, the societal view on gender norms causes an unintentional disinterest in STEM fields for female students. Compared with the genetic reason, socioeconomic status and cultural believes are accepted widely as the best explanations. And culture really plays an important role in both the academic and social development of Asian-American students. While there are gaps, there are also strategies to help different groups of students to improve their achievement in the areas where they are lagging behind.
After researching the three different achievement gaps, the best solution seems to be a mindfulness to the cultural and behavioral differences of all students to create a rich and safe environment for learning to take place, regardless of gender or ethnicity.While these gaps do exist, they can be addressed using a variety of strategies and, most importantly, by always considering individual students and their needs. Even though these achievement gaps are much less prominent than the SES gap, using similar strategies of looking at students as a whole person, could be applied to chip away at the much broader gaps.
Introduction
There are multiple, real achievement gaps in education. Whether it is girls performing better than boys in school, a lack of girls in STEM or Asian Americans performing well academically or Asian Americans performing well academically but not well socially. On this page we will examine the effect of social and cultural values on educational achievement. We will look at how societal views influence achievement gaps between genders while negatively impacting the presence of women in STEM fields. In addition, we will analyze the reasons for why so called "model minority" perform better academically than white students but not as well socially. We will also offer suggestions to help improve achievement in these areas.
Asian-Americans constitute a significant minority in the U.S. and are one of the fastest growing ethnic groups in this country. It's well known that compared with white students, Asian-American kids tend to get higher grades, do better on standardized tests and are more likely to go to college including elite universities. What's the most suitable explanation for it? Are they born to be smarter? And what's other difference between them? are Asian-American students doing well in all perspective? In this passage, the reasons for the achievement gap are provided through five articles as follows. And they also offer lots of information about Asian-American students in other perspectives. You will have a brief idea of Asian-American and their cultures.
Evidence shows that there are varied gaps in achievement. Gaps based on socioeconomic status are better known, but they also exist by gender and ethnicity. While the biological and behavioral differences between male and female students create a decreased level achievement for young boys, the societal view on gender norms causes an unintentional disinterest in STEM fields for female students. Compared with the genetic reason, socioeconomic status and cultural believes are accepted widely as the best explanations. And culture really plays an important role in both the academic and social development of Asian-American students. While there are gaps, there are also strategies to help different groups of students to improve their achievement in the areas where they are lagging behind.
After researching the three different achievement gaps, the best solution seems to be a mindfulness to the cultural and behavioral differences of all students to create a rich and safe environment for learning to take place, regardless of gender or ethnicity.While these gaps do exist, they can be addressed using a variety of strategies and, most importantly, by always considering individual students and their needs. Even though these achievement gaps are much less prominent than the SES gap, using similar strategies of looking at students as a whole person, could be applied to chip away at the much broader gaps.
Crazy fact's about achievement gaps